Retention of related and unrelated sentences

Richard T. White, Robert M. Gagne

    Research output: Contribution to journalArticleResearchpeer-review

    3 Citations (Scopus)

    Abstract

    Memory for meaningful information was studied in 5 experiments investigating the effect on retention exerted by one sentence upon another when learned together as part of a set. Each experiment used 10th or 11th graders (N = 404) from a different school. Effects were hypothesized to result from semantic linking by common concepts or by linking that reflected semantic ordering. Linking of sentences improved retention in 2 of the 1st 3 experiments; in the other, where overt answers to questions about the sentences were not required at the time of learning, retention was not enhanced. The last 2 experiments indicated that semantic ordering of sentences increased the number of sentences retained and that this effect was greater than could be accounted for by common linking concepts. (17 ref) (PsycINFO Database Record (c) 2006 APA, all rights reserved).

    Original languageEnglish
    Pages (from-to)843-852
    Number of pages10
    JournalJournal of Educational Psychology
    Volume68
    Issue number6
    DOIs
    Publication statusPublished - Dec 1976

    Keywords

    • 11th graders
    • semantic linking by common concepts vs linking reflectory semantic ordering, retention for sentences, 10 &

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